Bloom’s Revised Taxonomy of 2001
The theoretical framework of the current research is the revised Bloom’s taxonomy which is redefined by Anderson and Krathwohl in 2001, namely “A Taxonomy for learning, Teaching Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives”.
As mentioned in the earlier section, the Original Bloom’s taxonomy consists of six major categories under cognitive domain. The categories were arranged from simple to complex and from concrete to abstract. The categories can be thought of as degrees of difficulties. This means that the learners must have step by step mastery in each one of the categories. Finally, five major categories, apart from Application category, are divided into sub-categories within one dimension.
Original Bloom’s taxonomy was revised with some modification in order to be more practical and “relevant to 21st century students and teachers” (Forehand, 2010). It had two reformed changes: terminology changes and structural changes. In the revised framework, action verbs are used instead of noun to label the six categories of cognitive domain. Three of the cognitive levels are renamed, and the two highest-order cognitive levels are interchanged.
The table below illustrates the terminology changes in the revised Bloom’s taxonomy of 2001.
Table 8: Changes in Bloom’s Taxonomy of Educational Objectives
Original Taxonomy (1956) Changes Revised Taxonomy (2001) higher
Noun form Verb form
Source: Adapted from Handbook of IACBE(2014-2016)